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Power and Agency in Teachers' Digita...

Kelley, Alicia,

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Power and Agency in Teachers' Digital Writing Feedback: A Virtual Education Environment /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Power and Agency in Teachers' Digital Writing Feedback: A Virtual Education Environment // Alicia Kelley.
作者:	Kelley, Alicia,
面頁冊數:	1 electronic resource (359 pages)
附註:	Source: Dissertations Abstracts International, Volume: 83-03, Section: A.
Contained By:	Dissertations Abstracts International83-03A.
標題:	Secondary education. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28496653
ISBN:	9798544277781

Power and Agency in Teachers' Digital Writing Feedback: A Virtual Education Environment /
Kelley, Alicia,

Power and Agency in Teachers' Digital Writing Feedback: A Virtual Education Environment /Alicia Kelley. - 1 electronic resource (359 pages)

Source: Dissertations Abstracts International, Volume: 83-03, Section: A.

This multiple case study explored how adolescents and their teachers in a virtual education environment navigated the process of teachers' digital writing feedback and its accompanying power dynamics. The study addressed a need in literacy research to understand how digital writing feedback functions in virtual schools due to concerns related to lower standardized test scores in reading among virtual schools (Fitzpatrick et al., 2020) and large increases in virtual school enrollment in recent years (Center for Research on Education Outcomes, 2015). This move toward virtual learning was accelerated by the COVID-19 pandemic (Farrow et al., 2020). The study's theoretical framework included a multiliteracies perspective (The New London Group, 1996) and the theory of academic discourse (Duff, 2010) to help frame the complicated nature of academic writing within a virtual environment. Based on a multiple case study design, data collection occurred in one ninth-grade classroom case and two eighth-grade classroom cases. Much of the data came from embedded teacher-student dyads. Results indicated that teachers' writing feedback looked different in each classroom. In addition, power dynamics varied, but the primary sources of power were similar across cases. Based on this study's findings, four assertions are provided as well as implications for teachers and students and suggestions for future research.

English

ISBN: 9798544277781Subjects--Topical Terms:

2122779
Secondary education.
Subjects--Index Terms:

Adolescents

Power and Agency in Teachers' Digital Writing Feedback: A Virtual Education Environment /
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